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推进教育新基建中“新资源”和传统资源的有效衔接和合理使用，事关乡村学校的数字化转型效率。研究旨在问诊乡村教师数字教学资源使用行为，并基于比格斯3P教学模型，将数字教学资源区分为“新资源”和传统资源两个类型，重点分析了前提、过程和结果层面的关键因素。研究发现，乡村教师使用传统资源的频率较高，使用“新资源”的频率中等偏低，并在不同年龄和教学经验的乡村教师群体中都存在差异。结构方程模型分析结果显示，知识与技能促进了两类数字教学资源的使用。环境条件促进了乡村教师使用“新资源”，但抑制了他们在实施数字化教学时对数字教学资源整体的使用意向。主观规范、知识与技能、传统资源的使用，都能提高数字教学资源使用意向。应当在学校层面实施“整体智治”策略，即把组织因素作为乡村学校数字化转型的基础性工作，注重教育新基建部署中的“智识”元素，利用人工智能和大数据提升数字教学资源供需匹配度；针对乡村教师实施“数字素养”提升策略，把“新资源”建设、教师数字素养和数字技能提升工作整合起来；在资源层面重视“场景变革”，即用好“新资源”以突破乡村学校的办学空间，强化乡村教师对教育协作关系、优质教学资源共享等要素的理解和有效利用。
Abstract：Promoting the efective connection and rational use of 'innovation resources' and traditional resources in the age of new infrastructure of education can improve the efciency of digital transformation of rural schools. This study examined rural teachers' behavior of using digital teaching resources, that is, using 'innovation resources' and traditional resources. Based on the Biggs' 3P teaching model, this study examined which factors infuence the use of digital teaching resources of rural teachers, focusing on the presage, process, and product factors. The study found that the frequency of teachers using traditional resources was relatively high and the frequency of using 'innovation resources' was moderately low. Moreover, the diferences in using digital teaching resources among rural teachers with diferent ages and years of teaching experience were signifcant. Results from the structural equational modeling analysis revealed that knowledge and skills were positively related to using two types of digital teaching resources.Facilitating conditions were positively related to the use of 'innovation resources', but negatively related to teachers' intention to use digital teaching resources. Subjective norm, knowledge and skills, and the use of traditional resources signifcantly explained teachers' intention to use digital teaching resources. The frst thing to promote digital teaching in rural schools is to develop the strategic plans in which the school organizational factors are regarded as the foundation work for the digital transformation of rural schools. More importantly, the plans should focus on the 'intelligence' elements in deploying new education infrastructure and using artifcial intelligence and big data to increase the matching degree of supply and demand of teaching resources. Second, it is necessary to implement strategies for improving rural teachers' digital literacy, especially combining developing new teaching resources with improving teachers' digital literacy and digital skills. Lastly, developing digital teaching resources for 'scenario change' requires breaking through the school spaces and strengthening rural teachers' understanding and efective use of elements such as collaborative relationships and sharing of teaching resources.
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基本信息:
中图分类号:G434;G525.1
引用信息:
[1]王静贤,罗江华.数字化转型进程中乡村教师教学资源使用意向探析[J].中国电化教育,2022,No.423(04):116-124.
基金信息:
2021年度国家社科基金教育学重点项目“以教育新基建支撑高质量教育体系建设研究”(项目编号：ACA210010)资助
2022-04-09
2022-04-09